GCSE English Literature - Unit 2 Poetry across time Mark scheme
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GCSE English Literature Unit 2 Poetry across time Mark scheme 97102H June 2014 Version/Stage: 1.0 Final Mark Scheme
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright © 2014AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
MARK SCHEME – GCSE English Literature – 97102H– June 2014
INTRODUCTION
How to use the mark schemes
Each section of the mark scheme begins with a template, which is the basis for assessment for
every question in the section. It is divided into six mark bands, each with a number of bullets. The
bullets relate directly to the assessment objectives being tested in the section.
A mark is reached by deciding how many bullets in a particular band are met, on the basis of what
is seen as the response is read. If all the bullets in a band are met, and none in the band above
then the response would get the top mark in the band. There is the same number of marks in each
band as there are bullets. If there are five marks in a band and a response hits four of the five
bullets, then the response should be awarded four of the five marks available. If one is missing, but
the response hits one bullet in the band above, this counts instead, and the response should be
given all marks. Sometimes a response may fail to cover one of the strands at all. If, for example, a
candidate covers all of the descriptors in Band 3 except one that would suggest a mark of 14 (if
there were 5 marks per band), but if the same bullet is not met in Band 1 or Band 2 this would
mean that two more bullets (or marks) are lost, resulting in a mark of 12.
Where questions are divided into two parts, (a) and (b), the mark schemes are holistic – i.e. the
responses are assessed as a whole, and achievement can be found in either of the parts. There is
no requirement for balance between the two parts, but guidance about the amount in each is given
in the indicative content for each question.
Examiners are required to annotate responses to show how they have arrived at a mark. To aid in
this process, each strand in every mark band has been numbered. Band 6 descriptors are
numbered 6.1, 6.2, and so on. When you see that a descriptor has been met, simply annotate the
number in the margin, which will be quicker than writing it. At the end the summative comment will
indicate why the mark is what it is, based on what has been seen and anything else the examiner
may wish to add. This process is exemplified in the Standardising scripts.
Each individual question has a list of indicative content, divided into the sort of material candidates
might use to respond to each assessment objective tested by the question. It is important to
recognise that these are merely examples, however. The candidates may use any material from
the texts to exemplify the skills tested. Where literary items appear in the content boxes, they do so
generally for the sake of brevity. The candidates do not need to use the terms to gain marks, and
the terms attract no marks in themselves.
3 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Assessment Objectives (AOs)
RUBRIC INFRINGEMENTS
In Section A, a few students may only write about one poem. In this case, award marks for AO1 and AO2 as
normal, but deduct the requisite number of marks according to bullets missed on AO3 e.g. Candidate scores
in Band 4 on AO1 and AO2. Having achieved 4.1, 4.2, 4.3 and 4.4, the mark should be 22. However,
candidate has missed 2 AO3 bullets from each of Bands 1, 2 and 3, therefore 6 marks must be deducted,
leaving a final mark of 16.
In Section A, students may write about the named poem but compare it with a poem from a different cluster.
Mark as normal – no penalty.
If a candidate fails to write about the named poem, mark the response as normal but write “Minor Rubric” on
the front of the script and refer it to a senior examiner.
All specifications in English Literature must require students to demonstrate their ability to:
AO1
respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and
support interpretations
AO2
explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings
AO3
make comparisons and explain links between texts, evaluating writers’ different ways of expressing
meaning and achieving effects
AO4
relate texts to their social, cultural and historical contexts; explain how texts have been influential and
significant to self and other readers in different contexts and at different times
Unit 2:
Poetry Across Time 35%
AO1 15%
Section A: 10%
Section B: 5%
AO2 10%
Section A: 5%
Section B: 5%
AO3 10%
Section A: 10%
Section B: This section does not test AO3
AO4 This unit does not test AO4
4 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
2H Mark Scheme Template: Section A
In response to the task, students demonstrate:
Mark Band (A01) 6.1 insightful exploratory response to text
6 (A01) 6.2 close analysis of detail to support interpretation
(A02) 6.3 evaluation of writers’ uses of language and/or structure and/or form and effects on
31-36 readers
marks (A02) 6.4 convincing/imaginative interpretation of ideas/themes
(A03) 6.5 evaluative comparison of ideas and/or meanings and/or techniques
(A03) 6.6 evaluative selection of a range of telling details into comparison
In response to the task, students demonstrate:
Mark Band (A01) 5.1 exploratory response to text
5 (A01) 5.2 analytical use of detail to support interpretation
(A02) 5.3 analysis of writers’ uses of language and/or structure and/or form and effects on
25-30 readers
marks (A02) 5.4 exploration of ideas/themes
(A03) 5.5 analytical comparison of ideas and/or meanings and/or techniques
(A03) 5.6 selection of a range of telling details as the basis for comparison
In response to the task, students demonstrate:
Mark Band (A01) 4.1 considered/qualified response to text
4 (A01) 4.2 details linked to interpretation
(A02) 4.3 appreciation/consideration of writers’ uses of language and/or structure and/or form
19-24 and effects on readers
marks (A02) 4.4 thoughtful consideration of ideas/themes
(A03) 4.5 developed comparison of ideas and/or meanings and/or techniques
(A03) 4.6 thoughtful selection and consideration of material for comparison
In response to the task, students demonstrate:
Mark Band (A01) 3.1 sustained response to elements of text
3 (A01) 3.2 effective use of details to support interpretation
(A02) 3.3 explanation of effect(s) of writers’ uses of language and/or structure and/or form
13-18 and effects on readers
marks (A02) 3.4 understanding of ideas/themes/feelings/attitudes
(A03) 3.5 sustained focus on similarities/differences in ideas and/or meanings and/or
techniques
(A03) 3.6 selection of material for a range of comparison
In response to the task, students demonstrate:
Mark Band (A01) 2.1 explained response to element(s) of text
2 (A01) 2.2 details used to support a range of comments
(A02) 2.3 identification of effect(s) of writer’s choices of language and/or structure and/or
7-12 marks form intended/achieved
(A02) 2.4 awareness of ideas/themes/feelings/attitudes
(A03) 2.5 structured comments on similarities/differences in ideas and/or meanings and/or
techniques
(A03) 2.6 selection of material to support structured comparative comment
In response to the task, students demonstrate:
Mark Band (A01) 1.1 supported response to text
1 (A01) 1.2 comment(s) on detail(s)
(A02) 1.3 awareness of writer making choice(s) of language and/or structure and/or form
1-6 marks (A02) 1.4 generalisation(s) about ideas/themes/feelings/attitudes
(A03) 1.5 some comments comparing ideas and/or meanings and/or techniques
(A03) 1.6 selection of some details for comparison
0 marks Nothing worthy of credit
5 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
2H Mark Scheme Template: Section B
In response to the task, students demonstrate:
Mark (A01, A02) 6.1 insightful exploratory response to ideas/themes
Band 6 (A01) 6.2 close analysis of detail to support interpretation
(A02) 6.3 evaluation of writer’s uses of language and/or structure and/or form and effects
16-18 on readers
marks
In response to the task, students demonstrate:
Mark (A01, A02) 5.1 exploratory response to ideas/themes
Band 5 (A01) 5.2 analytical use of detail
(A02) 5.3 analysis of writer’s uses of language and/or structure and/or form and effects
13-15 on readers
marks
In response to the task, students demonstrate:
Mark (A01, A02) 4.1 considered/qualified response to ideas/themes
Band 4 (A01) 4.2 details linked to interpretation
(A02) 4.3 appreciation/consideration of writer’s uses of language and/or structure and/or
10-12 form and effects on readers
marks
In response to the task, students demonstrate:
Mark (A01, A02)) 3.1 sustained response to ideas/themes/feelings/attitudes
Band 3 (A01) 3.2 effective use of details to support interpretation
(A02) 3.3 explanation of effect(s) of writer’s uses of language and/or structure and/or
7-9 marks form and effects on readers
In response to the task, students demonstrate:
Mark (A01, A02) 2.1 explained response to element(s) of ideas/themes/feelings/attitudes
Band 2 2.2 details used to support a range of comments
(A01) 2.3 identification of effect(s) of writer’s choices of language and/or structure and/or
4-6 marks (A02) form intended/achieved
In response to the task, students demonstrate:
Mark
(A01, A02)) 1.1 supported response to ideas/themes/feelings/attitudes
Band 1
(A01) 1.2 comment(s) on details
(A02) 1.3 awareness of writer making choice(s) of language and/or structure and/or form
1-3 marks
0 marks Nothing worthy of credit
6 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Section A
Question 1
0 1 Compare the ways the poets show feelings towards another person
in ‘On a Portrait of a Deaf Man’ (page 21) and in one other poem
from Character and voice.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
ideas about respect for the simplicity of life
respect for the ‘deaf man’
possible exploration of ambiguity of the focus of the poem (self-portrait / father
idea)
feelings of sadness for loss
AO2
effect of the last line in each stanza
use of rhyme and rhythm to effect tone
use and effect of blunt language
AO3
Some features of the poem chosen dealt with and compared to ‘On a Portrait of a
Deaf Man’, such as:
feelings of love and loss in ‘Brendan Gallacher’
self-portrait idea in ‘Casehistory: Alison’
use of third person description in ‘The Hunchback in the Park’.
7 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 2
0 2 Compare the ways the poets show how relationships can affect people in ‘Les
Grands Seigneurs’ (page 13) and in one other poem from Character and
voice.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers might,
however, include some of the following:
AO1
the need for admiration and adoration
the sense that men offer multiple functions: security, entertainment and play
things
the contrast between before and after
AO2
the contrast between the lyric and the prosaic to exemplify the change in life
the use of fantasy, romance language
use and effect of metaphor
the use of description
AO3
Some features of the poem chosen dealt with and compared to ‘Les Grands
Seigneurs’, such as:
ideas about power and control in ‘My Last Duchess’
how the speaker feels about his partner in ‘Singh Song’
how the speaker in ‘Medusa’ is affected by the relationship
relationships between the speaker and other groups such as ‘The Horse
Whisperer’.
8 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 3
0 3 Compare the ways the poets show how places can cause people to have
powerful feelings in ‘The Blackbird of Glanmore’ (page 22) and in one other
poem from Place.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
the identification of the speaker with the blackbird, both as his brother and
himself
ideas about peace and the passing of time
feelings of love and loss for his brother and his childhood home
AO2
the use of the blackbird as metaphor as well as literal expression
use and effects of description, such as ‘stillness dancer’, ‘shadow on raked
gravel’ etc
the use of structure to add to meaning, in particular the use and effects of
repetition
AO3
Some features of the poem chosen dealt with and compared to ‘The Blackbird of
Glanmore’, such as:
comparison of how places effect strong memories in ‘Cold Knap Lake’
ideas about our relationship with nature in ‘Crossing the Loch’
how birds represent the constancy of nature in ‘The Wild Swans at Coole’.
9 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 4
0 4 Compare the methods the poets use in ‘Cold Knap Lake’ (page 24) and in
one other poem from Place to show how places can hold strong memories
for people.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
exploration of ideas about memory
the speaker’s relationship with her mother
the speaker’s feelings about the memory
AO2
the way the poet uses nature to describe memory
the use and effects of particular metaphors, including extended metaphor
the use made of colour
AO3
Some features of the poem chosen dealt with and compared to ‘Cold Knap Lake’,
such as:
use of water imagery in ‘Crossing the Loch’
ideas about home in ‘Hard Water’
how places can effect strong memories in ‘The Blackbird of Glanmore’.
10 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 5
0 5 Compare the ways the poets demonstrate the effects of conflict on people
in ‘Extract from Out of the Blue’ (page 35) and in one other poem from
Conflict.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
ideas about insignificance in the face of an enormous event
the presentation of the poem as if from a TV screen, and how this creates a
sense of anonymity
ideas about the personal effect of world-wide events
AO2
use and effect of questions
use and effect of repetition
ideas about the effects of second person
AO3
Some features of the poem chosen dealt with and compared to ‘Extract from Out
of the Blue’, such as:
effect of conflict on civilian life in ‘At the Border, 1979’
effect of conflict on individuals in ‘Bayonet Charge’
ideas about powerlessness in ‘Poppies’.
11 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 6
0 6 Compare the ways the poets present feelings of confusion in ‘Come On,
Come Back’ (page 46) and in one other poem from Conflict.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
feelings of fear about the unknown
ideas about loss of memory and how this creates confusion
ideas about the effects of conflict on individual soldiers
how war affects soldiers and their attitudes towards others
AO2
the ways the poet expresses the speaker’s confusion
the imagery of the lake and what it represents
the use and effects of the free structure and use of repetition
AO3
Some features of the poem chosen dealt with and compared to ‘Come On, Come
Back’
feelings of confusion towards enemies in ‘The Right Word’
the confusion about duty and reality in ‘Bayonet Charge’
the ways feelings of confusion are presented in ‘Belfast Confetti’.
12 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 7
0 7 Compare the ways the poets use form and structure to help present their
ideas in ‘Ghazal’ (page 54) and in one other poem from Relationships.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers
might, however, include some of the following:
AO1
ideas about power and the desire to be overpowered
ideas about love and separation, individuality and coming together
feelings of love and desire
AO2
the use of the particular form to present feelings towards the other person
use and effect of couplet structure to emphasise strong feelings
use and effect of particular words, such as ‘if’
AO3
Some features of the poem chosen dealt with and compared to ‘Ghazal’, such as:
use of couplet structure in ‘The Manhunt’
use of first person address in ‘Praise Song for My Mother’
ideas about control and the overpowering feeling of love in ‘Sonnet 43’.
13 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Question 8
0 8 Compare the effects the poets create with the endings of their poems in ‘The
Farmer’s Bride’ (page 60) and in one other poem from Relationships.
[36 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers might,
however, include some of the following:
AO1
the way the ending of the poem might demonstrate the love the Farmer feels for his
Bride
how the ending contrasts with the start of the poem, demonstrating his overpowering
feelings for her compared to the contractual, practical nature of the marriage
ideas about how the Farmer may have become more in tune with his feelings from his
love for his Bride
AO2
the use of repetition to show possible loss of power at the end
the contrast between use of senses to present feelings at the end of the poem with
practicalities at the start
AO3
Some features of the poem chosen dealt with and compared to ‘The Farmer’s Bride’,
such as:
use of repetition at the end of ‘Hour’
use of repetition in ‘Quickdraw’
use of the last line to sum up the essence of the meaning in ‘Brothers’ or
‘Harmonium’.
14 of 15MARK SCHEME – GCSE English Literature – 97102H– June 2014
Section B
Question 9
0 9 How are the speaker and his father each affected by their loss, and how
does the poet present their thoughts and feelings to the reader?
[18 marks]
Indicative content
Examiners are encouraged to reward any valid interpretations. Answers might,
however, include some of the following:
AO1
the feelings of loss and denial expressed
feelings of guilt and shame
the actions of the father being linked to life: warmth, journeys, food
the contrast between this and ‘blight’, ‘rusted’
the speaker’s response to memories of his father’s grief in the final stanza
AO2
use of blunt rhyme scheme
use of caesura in second stanza
the metaphor of lock and key
the effect of listing the father’s actions in the first stanza
the change of tense in the final stanza, and how this effects a sense of reflection
from the speaker.
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